Exploring the Impact of Emotion on Future Sustainable Development Education :Leveraging Virtual Reality Technology

  • Yi Zhongyao College of Creative Arts, Universiti Teknologi MARA, Malaysia.
  • Mohd Khairulnizam Ramlie College of Creative Arts, Universiti Teknologi MARA, Malaysia
  • Shafilla Subri College of Creative Arts, Universiti Teknologi MARA, Malaysia

Abstract

The 2015 United Nations Millennium Declaration identified 17 sustainable development goals (SDGs) and 169 sub-goals. Sustainability has always been an area of great concern. The main purpose of this study is to explore the role of emotion in promoting the innovation of education for sustainable development in the future through virtual reality technology. The main target group of this study is to promote the United Nations Sustainable Development Goal 13 climate change to people in developed regions. The main medium of communication is virtual reality animation video and game interaction, which is convenient for more users to access through online platforms. Participants can work together online to create sustainable animation and game projects. The 3D animation of virtual reality adopts more realistic modeling, lighting rendering, and material rendering. Issues such as deforestation and ocean acidification can be better visualized. People in developed regions may understand sustainable development but they do not have a deep understanding of the importance of the problem. Therefore, this research is dedicated to making people have a true emotional identity through virtual reality technology, and ultimately transforming people's values, behaviors and lifestyles towards sustainable development. 


 


Keywords: Emotions, Sustainable development, Virtual reality, educational innovation 

References

Aldrich, C. (2009). Learning online with games, simulations, and virtual worlds: Strategies for online
instruction. John Wiley & Sons.

Alghamdi, B., Potter, L. E., & Drew, S. (2021). Validation of Architectural Requirements for Tackling
Cloud Computing Barriers: Cloud Provider Perspective. Procedia Computer Science, 181, 477–486.
https://doi.org/10.1016/j.procs.2021.01.193

Brackett, M. A., Rivers, S. E., & Salovey, P. (2011). Emotional Intelligence: Implications for Personal,
Social, Academic, and Workplace Success. Social and Personality Psychology Compass, 5(1), 88–
103. https://doi.org/10.1111/j.1751-9004.2010.00334.x

Denham, S. A., Bassett, H. H., Brown, C., Way, E., & Steed, J. (2015). “I Know How You Feel”:
Preschoolers’ emotion knowledge contributes to early school success. Journal of Early Childhood
Research, 13(3), 252–262. https://doi.org/10.1177/1476718X13497354

Elias, M. J. (1997). Promoting social and emotional learning: Guidelines for educators. Ascd.

Ferreira, M., Martinsone, B., & Talić, S. (2020). Promoting Sustainable Social Emotional Learning at
School through Relationship-Centered Learning Environment, Teaching Methods and Formative
Assessment. Journal of Teacher Education for Sustainability, 22(1), 21–36.
https://doi.org/10.2478/jtes-2020-0003

Ho, L.-H., Sun, H., & Tsai, T.-H. (2019). Research on 3D Painting in Virtual Reality to Improve
Students’ Motivation of 3D Animation Learning. Sustainability, 11(6), 1605.
https://doi.org/10.3390/su11061605

Katsaliaki, K., & Mustafee, N. (2015). Edutainment for Sustainable Development. Simulation &
Gaming, 46(6), 647–672. https://doi.org/10.1177/1046878114552166

Kearney, M., & Schuck, S. (2005, June). Students in the director's seat: Teaching and learning with
student-generated video. In EdMedia+ Innovate Learning (pp. 2864-2871). Association for the
Advancement of Computing in Education (AACE).

Lee, A. J. (2019). U-statistics: Theory and Practice. Routledge.

Pivec, M., & Kronberger, A. (2016). Virtual Museum: Playful Visitor Experience in the Real and
Virtual World. 2016 8th International Conference on Games and Virtual Worlds for Serious
Applications (VS-GAMES), 1–4. https://doi.org/10.1109/VS-GAMES.2016.7590376

Rickinson, M. (2006). Researching and understanding environmental learning: hopes for the next 10
years. Environmental Education Research, 12(3–4), 445–457.
https://doi.org/10.1080/13504620600799182

Sanchez-Nunez, P., Cobo, M. J., Heras-Pedrosa, C. D. Las, Pelaez, J. I., & Herrera-Viedma, E. (2020).
Opinion Mining, Sentiment Analysis and Emotion Understanding in Advertising: A Bibliometric
Analysis. IEEE Access, 8, 134563–134576. https://doi.org/10.1109/ACCESS.2020.3009482

Slater, M., & Wilbur, S. (1997). A Framework for Immersive Virtual Environments (FIVE):
Speculations on the Role of Presence in Virtual Environments. Presence: Teleoperators and Virtual
Environments, 6(6), 603–616. https://doi.org/10.1162/pres.1997.6.6.603

Sterling, S. R., & Orr, D. (2001). Sustainable education: Re-visioning learning and change (Vol. 6).
Totnes: Green Books for the Schumacher Society.

United Nations Educational, Scientific and Cultural Organization (UNESCO). (2014). UNESCO
roadmap for implementing the global action programme on education for sustainable development
Published
2024-04-01
How to Cite
ZHONGYAO, Yi; RAMLIE, Mohd Khairulnizam; SUBRI, Shafilla. Exploring the Impact of Emotion on Future Sustainable Development Education :Leveraging Virtual Reality Technology. Idealogy Journal, [S.l.], v. 9, n. 1, apr. 2024. ISSN 2550-214X. Available at: <https://idealogyjournal.com/ojs/index.php/idealogy/article/view/532>. Date accessed: 20 may 2024. doi: https://doi.org/10.24191/idealogy.v9i1.532.